UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
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Item A qualitative study of characteristics, competencies and strategies of transition staff working with Latino/a youth with disabilities(2012) Munoz, Omayra; Fabian, Ellen E.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this qualitative study was to explore characteristics, competencies, and strategies of transition program employment representatives who attain successful employment outcomes for urban Latino/a youths with disabilities. This study employed in-depth interviewing as a method of data collection. The central research question guiding the study was: What factors are characteristic of employer representatives who achieved successful transition outcomes with urban youth with disabilities who participated in a multi-site vocational intervention? In addition, the following sub-questions were investigated: (a) Which specific characteristics and perceptions of employment representatives are associated with successful job attainment for urban youths with disabilities? (b) What competencies of employment representatives are associated with successful job attainment for urban Latino/a youths with disabilities? (c) What job development strategies are associated with successful job attainment for urban youths with disabilities? Data collection involved two main sources of information: (a) secondary analyses of the national Bridges Program database, which includes information about employment representatives and the outcomes they achieved for students they served; and (b) in-depth structured individual interviews with 15 Bridges employer representatives. Participants were a diverse sample from six different sites of the Bridges School-to-Work program. The data were analyzed using the method developed by Thomas (2006) and similar to the Miles and Huberman (1994) steps of data reduction, data displays, and conclusion drawing/verification. The analysis yielded nine staff-related factors influencing successful outcomes for Latino/a youths with disabilities participating in Bridges School-to-Work program. These categories were labeled: (a) high level of commitment, (b) instilling-hope, (c) entrepreneurial skills, (d) cultural sensitivity (skills and knowledge), (e) awareness of youth needs and challenges, (f) networking and relationship building, (g) teamwork, (h) on-going support, and (i) family systems focus. This study contributes to a more comprehensive understanding of the staff characteristics, competencies, and strategies associated with the successful transition outcomes for Latino/a youth with disabilities.Item Examining the effects of state high school exit exam policies on selected outcomes of students with disabilities(2012) Wilkinson, Tracy Gail; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study had several purposes. The first purpose of the study was to examine the relationship between selected student, family and school characteristics, and state exit exam policies and the impact on graduation from high school among a sample of students with disabilities. A second purpose of the study was to explore the relationship between attending high school in a state that has an exit exam policy and the academic rigor of the coursework, as measured by the highest math course completed, among a sample of students with disabilities. The last purpose of study was to investigate the contribution of attending high school in a state that has an exit exam policy and academic rigor in coursetaking on enrollment in postsecondary education among a sample of students with disabilities. Using binary and multinomial logistic regression, I analyzed data for roughly 1,000 students with disabilities in the Education Longitudinal Study of 2002 (ELS:02). The findings regarding the effects of state exit exam policies on the selected post-school outcomes of students with disabilities vary. I found that presence of a state exit exam requirement did not significantly predict receipt of a standard high school diploma for a student with a disability in the class of 2004, nor does the requirement predict enrollment in postsecondary education for a student meeting the same criteria. I also found that presence of a state exit exam requirement for the class of 2004 did predict completion of advanced math coursework for a student with a disability, though the same factor did not predict completion of middle academic math coursework for a student meeting the same criteria. Finally, I discuss the implications of these findings on policy and practice for students with disabilities, as well as for future research.Item Fathers of children in public preschool programs [electronic resource]: a study of school involvement and satisfaction(2012) Noggle, Amy Kappel; Lieber, Joan; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In this quantitative study, I examined the involvement levels of fathers of children attending public preschool programs using the Family Involvement Questionnaire; I also examined fathers' satisfaction with school contact and involvement experiences using the Parent Satisfaction with Educational Experiences scale. Additionally, I investigated public preschool programs' efforts to involve fathers in school using modified versions of the family involvement and parent satisfaction measures. The final purpose of this study was to determine which demographic and child characteristics, if any, influence father involvement levels in school. Fifty-two biological fathers rated their own involvement in activities at their children's schools, and they rated their own satisfaction with school contact and involvement experiences. Two public preschool administrators answered questions about what types of involvement opportunities are offered to fathers. Participating fathers' children were enrolled in one of the three following public preschool programs: Head Start, Prekindergarten (PreK), or Early Childhood Special Education (ECSE). Fathers of children with disabilities, as well as fathers of children without disabilities, were included in this study. As predicted, fathers of children in Head Start volunteered at school more frequently than fathers of children in PreK or ECSE programs. However, contrary to the original hypothesis, fathers of children with disabilities were more involved in school activities compared to fathers of children without disabilities. Fathers of children with disabilities were equally satisfied with school contact and involvement compared to fathers of children without disabilities with the exception of one item on the satisfaction measure; fathers of children with disabilities were more satisfied with their contact with other parents outside of school. Examination of the predictive value of fathers' income levels, child's gender, child's disability status, schools' efforts to involve fathers, and satisfaction on fathers' involvement levels resulted in only one significant finding. Lower income predicted higher levels of volunteerism in school. Correlational analyses revealed a number of significant positive relationships between items on the involvement and satisfaction measures. However, more research is necessary to establish causal relationships between satisfaction and involvement. Additionally, researchers, teachers and policy makers need to carefully examine the ways in which fathers are currently involved in public preschool programs and make programmatic changes, as necessary. Finally, low-income fathers of children with disabilities face more adversity than either low-income fathers or fathers of children with disabilities; thus, it is very possible that they need to be supported differently. More research is needed to find out what these fathers need to support their children and to remain involved in their children's lives.Item The Impact of Career and Technical Education on Post-school Employment Outcomes among Youth with Disabilities(2011) Hunter, Cherise Janelle; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Given the college- and career-readiness national education agenda and the demands of the 21st century labor market, the purpose of this study was to describe and compare the relationship between post-school employment outcomes and the completion of a secondary education career and technical education concentration among youth with disabilities. Specifically, this study examined the labor force participation, employment, wages, and receipt of fringe benefits up to 11 years after exiting high school among youth with disabilities who completed a CTE concentration as part of their overall high school course of study. Data from the National Longitudinal Survey of Youth 1997 which includes a nationally representative sample of youth who attended high school in the late 1990's and beginning of the 21st century was used. A subsample of this data containing youth with disabilities was utilized and their 2006 post-school outcomes were analyzed using logistic regression and ordinary least squares regression analyses. The results suggest that youth with disabilities who complete a CTE concentration in high school have a higher likelihood of participating in the labor force, being employed, and earning higher wages up to 11 years beyond exiting high school controlling for household income, race, ethnicity, gender, location, and marital status. However, the likelihood that youth would have a job that provided fringe benefits was reduced for youth who concentrated in secondary CTE. Academic achievement, academic course-taking, and postsecondary degree attainment mitigated the effects of CTE on post-school employment outcomes. These findings emphasize the importance of CTE being utilized as a course of study option for youth with disabilities, especially for youth with disabilities who choose not to obtain a postsecondary degree. The findings also support the need for secondary CTE programs to integrate standards-based academic curricula and increase the facilitation of youth with disabilities into postsecondary education.Item EFFECTS OF A CO-TEACHING TEAMING PROGRAM ON THE INSTRUCTIONAL PRACTICES OF HIGH SCHOOL GENERAL AND SPECIAL EDUCATION TEACHERS(2011) Bond, Stephen Phillip Gorton; Burke, Philip J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Co-teaching is widely used as an option in the delivery of special education services to students with disabilities in accordance with their Individualized Education Programs (IEPs). Students with learning disabilities frequently struggle in learning specific content areas, a factor representing a significant challenge to providing instruction in the least restrictive environment. Co-teaching is an option that serves to foster an instructional environment in the general education classroom that is inclusive and supportive of students with disabilities and those who require specialized assistance. It holds the potential to effectively combine the talents and skills of both the general and special education teacher, thus maximizing their ability to effectively teach students who present the most significant instructional challenges. The purpose of this study was to study the effects of a co-teaching program on the instructional practices of six high school teachers assigned to co-teach. A multiple probe design targeting the teaming behaviors across three dyads of teachers was used. The participating teachers were trained using the Teaming Instructional Procedures Program developed by the author and based on the teaming approach as outlined in Friend (2007). The classes were digitally audio recorded during baseline, intervention, and maintenance conditions. The recordings were analyzed using time-sampling and a teaming behavior checklist to determine the occurrence of teaming behaviors by the special education teacher. The Teaming Instructional Procedures Program positively impacted the teaming behaviors of the special educators. The occurrence of teaming behaviors increased for each dyad, with increases being sustained during maintenance probes. The educators found the training program useful and user friendly and indicated they would recommend the training to other co-teachers. Most teachers found the co-teaching teaming approach useful, if not ideal for every situation and reported improvements in student engagement and performance, with no reports of detrimental effects. Responses from students confirmed the majority enjoyed having two teachers in the room, and they believed their engagement and performance benefited from the situation. The Teaming Instructional Procedures Program proved to be a socially valid means of training teachers to employ a specific co-teaching approach. The results of this study provide evidence to justify the allocation of time and resources to the formal training of teachers entering a co-teaching situation and the need for the development of a more comprehensive training program addressing more approaches to co-teaching.Item Predictors of Supported Employment for Transitioning Youth with Developmental Disabilities(2010) Simonsen, Monica Lynn; Neubert, Debra A; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their post-school goals. In addition, IDEA 2004 outlines a requirement for states to evaluate their performance on priority indicators including the percent of youth who had IEPs who are working in the community within the first year after exiting school (Indicator 14, IDEA 2004). Although youth with developmental disabilities (DD) typically stay in school longer than their peers and often receive costly long-term funded supports as adults, these students continue to transition to sheltered post-school employment rather than supported employment (paid work in the community). Studies examining the employment outcomes for youth with disabilities and predictors for favorable post-school outcomes proliferate in the field yet little is known about the types of employment outcomes for transitioning youth with developmental disabilities who receive long-term funded supports from community rehabilitation provider agencies (CRPs) or the variables that best predict supported employment outcomes. In this study, CRP staff members were asked to complete a survey on 560 individuals who received state DD funded supports from one of 81 CRPs across one Mid-Atlantic state. The final sample included 338 subjects (60.4% response rate) from 57 CRPs. Only 14.2% of the transitioning youth with DD were in individual supported employment positions in the community. Over one-third of the sample (36.9%) was in other supported work (e.g. enclaves, mobile crews) through a CRP and 57.1% were engaged in unpaid/sheltered or non-work activities at the CRP. Using multinomial logistic regression, five variables were identified as salient predictors of supported employment: Family expressed preference for supported employment, paid work experience during secondary school years, self-management skills, community mobility skills, and race/ethnicity. The findings are particularly meaningful because this is the first study to examine predictor variables that are relevant for transitioning youth with DD, such as typical secondary school experiences (e.g. post-secondary program participation, unpaid work experience) and the outcome variable reflects the spectrum of employment outcomes for individuals receiving funded supports from CRPs.Item Congruence X Employment Tenure: A Study with Transitioning Youth with Disabilities(2010) Castan, Juliana Unis; Fabian, Ellen; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the relationship between congruence (between individual's inventoried career interests and subsequent job) and employment tenure for transitioning youth with disabilities successfully closed in fiscal year 2008 by the Maryland State Vocational Rehabilitation Agency (DORS) - Region 6 (N = 51). The relationship between employment tenure and demographic variables (gender, ethnicity, education level, disability type, social security benefits status, and length in services) is also assessed. Data was obtained from DORS database, wage checks reports and file reviews. This study did not find support for the relationship between employment tenure and either congruence or demographic variables. Related findings include high frequency of low congruent jobs, and the majority of jobs in janitorial and service areas, part time and with hourly wage between $5.00 and $10.00.Item Teacher and Student Perspectives on the Inclusion and Mainstreaming of Children with Moderate and Severe Cognitive Disabilities(2007-07-31) Weiner, Ricia; Strein, William; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Integrated settings for educating students with moderate and severe disabilities (SWDs) have received great attention since the passage of PL 94-142. The purpose of this qualitative case study was to explore the teacher and student perspectives and interaction patterns of SWDs in two schools and how each of those schools implemented integrated programming. The two schools included a self-described full inclusion school and a mainstream school. The researcher focused on historical information about the two schools philosophies for educating SWDs, regular and special education teachers' and students' perspectives regarding the SWDs in their classes, and observations of target SWDs to paint a picture of the way in which the schools operate. The two schools were then analyzed using qualitative analysis techniques. Several themes emerged from the interviews regarding the teachers' and students' views of the SWDs in their classes. Student themes included: perceived responsibility for students with disabilities, defining and understanding SWDs, interactions between students with and without disabilities, and impact on and outcomes for SWDs. Teacher themes included: terminology used to describe regular education students and SWDs, personal and perceived school philosophy, student and teacher qualities perceived to effect integration, and programming issues. Observations of the SWDs focused on establishing a rate of interactions between SWDs and others in the school, initiators of interactions, and reciprocity of interactions. The SWD at the full inclusion school was found to be more isolated and less incorporated in the regular education setting than the SWDs at the mainstream school despite what was suggested in the articulated school philosophy. The two schools were examined based on archival, interview, and observation data. It was found that there was discordance between the articulated philosophy of the full inclusion school and the implicit philosophy that guided practice in that school. Future directions for research were discussed including the need for more qualitative analysis of the interactions that occur between SWDs and other staff and students in the school.Item A Public School-Sponsored Program for Students Ages 18 to 21 with Significant Disabilities Located on a Community College Campus: A Case Study(2004-07-30) Redd, Vanessa Alvarez; Neubert, Debra A; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Since the early 1990's there is a growing interest in providing inclusive age-appropriate experiences to students who are ages 18 to 21, with significant disabilities, and are still enrolled in public schools. These efforts have resulted in local school systems (LSS) developing programs and services that are located in the community and on college campuses. Although there is a body of literature on postsecondary opportunities for these students, little is known about the programs and supports provided, or the views of consumers. In an effort to extend the literature, a case-study approach was used to gather information on a program located in a community college. Observations, individual interviews, focus groups, and document reviews were used to address the following: (a) What criteria (i.e., rationale for development, allocation of resources, staffing decisions, admission into program, factors that facilitate or act as barriers to program development and sustainability) are employed in the development and implementation of a public school-sponsored program for students ages 18 to 21 with SD within a community college campus?; (b) What program components described in the literature as best practices for secondary students with significant disabilities are incorporated in this public school-sponsored program located on a community college campus?; and (c) What are the students' and parents' views on the role of this public school-sponsored postsecondary program for students with SD ages 18 to 21 in preparing students for the future? Software designed for use in qualitative research was used to sort and code information, and data were triangulated across methods, informants, and analysts. Findings suggest that although the LSS developed and operated the program on a community college campus, students received segregated instruction (e.g., functional academics, social skills, independent living skills) and students had limited interactions with typical college students and limited opportunities for self-determination. However, students and parents were satisfied with the program, and students who exited the program experienced no disruption in services during the transition into the adult services system. Implications for future practice and research, and limitations of the study are discussed.